Atribuciones de Afectividad hacia las Matemáticas

  1. Santiago Hidalgo 1
  2. Ana Maroto 1
  3. Tomás Ortega 1
  4. Andrés Palacios 1
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

Journal:
Unión: revista iberoamericana de educación matemática

ISSN: 1815-0640

Year of publication: 2013

Issue: 35

Pages: 93-113

Type: Article

More publications in: Unión: revista iberoamericana de educación matemática

Abstract

The objective of the work described here is to detect the presence of negative beliefs toward Mathematics and determine whether there are significant statistical differences in these beliefs in different academic levels. We have carried out a statistical study of a sample of seven academic levels of students between the ages of 11 and 18. A series of comparative distribution tests have been used to analyze the data. These tests have revealed negative beliefs as well as interesting differences regarding the sex and the educational level of the students. In this article we present the methodology, the analysis and the results of our study.

Bibliographic References

  • Alomar, B. O. (2007). Personal and family factors as predictors of pupils' mathematics achievement. Psychological Reports, 101, 259-269.
  • Andrews, P. (2007). Negotiating meaning in cross-national studies of mathematics teaching: Kissing frogs to find princes. Comparative Education, 43(4), 489-509.
  • Andrews, P. (2007). The curricular importance of mathematics: A comparison of english and hungarian teachers espoused beliefs. Journal of Curriculum Studies, 39(3), 317-338.
  • Azcárate, C. (1997). Si el eje de ordenadas es vertical, ¿qué podemos decir de las alturas de un triángulo? SUMA, Nº 25, 23-30.
  • Barrantes, M. y Blanco, L. (2006). A study os perspective primery teachers’ conceptions of teaching and learning school geometry. Journal of Mathematics Teacher Education, 9, 411-436.
  • Chen, P. & Zimmerman, B. (2007). A cross-national comparison study on the accuracy of self-efficacy beliefs of middle-school mathematics students. Journal of Experimental Education, 75(3), 221-244.
  • COCKCROFT, M. (2007). Las matemáticas sí cuentan. Madrid: MEC.
  • Correa, C. A. et al. (2008). Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics. Teaching and Teacher Education, 24(1), 140-153.
  • Feneman, E. & Sherman, J.A. (1977). “Sex-related differenses in mathematics achievement, spatial visual and affective factors” en American Educational Research Journal, nº 12, pp. 52-71.
  • Fennema, E. (1978). “Sex Related Differences in Mathematics Achievement and Related Factors: a Further Study” en Journal for Research in Mathematics Education, nº 9 (3), pp. 189-203.
  • Ghaith, G. & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451-458.
  • Gill, M. G; Ashton, P. T; & Algina, J. (2004). Changing preservice teachers' epistemological beliefs about teaching and learning in mathematics: An intervention study. Contemporary Educational Psychology, 29(2), 164-185.
  • Gómez Chacón, I. M. (2000). Matemática emocional: los afectos en el aprendizajematemático. Madrid, Narcea.
  • Guerrero, E; Blanco, L; Vicente, F. (2002). Trastornos emocionales ante la educación matemática, en GARCÍA, J.N. (coord.): Aplicaciones a la Intervención Psicopedagógica. Madrid, Pirámide, 229-237.
  • Gullberg, A. et al. (2008). Prospective teachers' initial conceptions about pupils' understanding of science and mathematics. European Journal of Teacher Education, 31(3), 257-278.
  • Hidalgo, S; Maroto, A. y Palacios, A. (2004). ¿Por qué se rechazan las matemáticas? Análisis evolutivo y multivariante de actitudes relevantes hacia las matemáticas. Revista de Educación. Ministerio de Educación y Ciencia nº 334, 75-99.
  • Hidalgo, S; Maroto, A. y Palacios, A. (2005). El perfil emocional matemático como predictor del rechazo escolar: relación con las destrezas y los conocimientos desde una perspectiva evolutiva. Revista Educación Matemática. 17( 2), 89-116.
  • Hidalgo, S. et al. (2008). Estatus afectivo emocional y rendimiento escolar en matemáticas. Revista de Didáctica de las Matemáticas Uno, 1(2), 9-28.
  • Hodgen, J. & Askew, M. (2007). Emotion, Identity and Teacher Learning: Becoming a Primary Mathematics Teacher. Oxford Review of Education, 33(4), 469-487.
  • House, J. D. (2007). Mathematics beliefs and instructional strategies in achievement of elementary-school students in Japan: Results from the TIMSS 2003 assessment. Psychological Reports, 100(2), 476-482.
  • ICECE (Instituto Canario de Evaluación y Calidad Educativa) (2002). Estudio longitudinal de la ESO: avance de resultados. Gran Canaria: Instituto Canario de Evaluación y Calidad Educativa.
  • Kunter, M. et al. (2008). Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468-482.
  • Mapolelo, D. C. (1999). Do pre-service primary teachers who excel in mathematics become good mathematics teachers? Teaching and Teacher Education, 15(6), 715-725.
  • Pecharromán, C. (2009). Aprendizaje de las propiedades de las funciones a través de las gráficas. Tesis doctoral. Universidad de Valladolid.
  • Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers' perceptions.Educational Psychology, 27(2), 191-218.
  • Sánchez, V. (2000). Representaciones y comprensión en el profesor de Matemáticas. Actas IV Congreso SEIEM.51-63.
  • Simpkins, S.D; Davis-Kean P.E. & Eccles, J.S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs, Developmental Psychology, 42(1), 70-83.
  • Socas M. et al. (2001). Análisis de las concepciones, creencias y actitudes hacia las matemáticas de los alumnos que comienzan la diplomatura de maestro. Formación del profesorado e investigación en educación matemática III. La Laguna, 115-125.
  • Socas, M. (2007). Dificultades y errores en el aprendizaje del las matemáticas. Análisis desde el Enfoque Lógico Semiótico. En Investigación en Educación Matemática XI, 19-52.
  • Warfield, J; Wood, T. & Lehman, J. D. (2005). Autonomy, beliefs and the learning of elementary mathematics teachers. Teaching and Teacher Education, 21(4), 439-456